Augmented Reality (AR) Storytelling as a Tool for Enhancing Vocabulary Retention in Young Learners of English
DOI:
https://doi.org/10.62497/irjed.165Keywords:
Augmented Reality (AR), Education, Storytelling, Vocabulary Retention, Teaching Tools, Interactive Language Learning, Educational Technology, Young Learners, Motivation, Foreign LanguageAbstract
Background: Vocabulary learning remains one of the most challenging aspects of early English as a Foreign Language (EFL) education, especially when instruction depends on rote memorization or decontextualized word lists. Recent technological innovations such as Augmented Reality (AR) have created new opportunities for more interactive and meaningful learning. AR storytelling combines digital visualization, sound, and motion within narrative contexts, potentially enhancing memory retention, engagement, and motivation.
Methods: A quasi-experimental study was conducted to evaluate the effectiveness of AR storytelling in improving vocabulary retention among sixty primary school learners aged 7–9 years. Participants were randomly assigned to an experimental group (AR storytelling) and a control group (traditional instruction). Both groups received instruction over four weeks with two 40-minute sessions per week. Vocabulary acquisition was assessed using pre-tests, immediate post-tests, and delayed post-tests administered two weeks after the intervention. Additionally, classroom observations and semi-structured interviews were conducted to capture engagement and motivational responses.
Results: The AR storytelling group showed a significant improvement in vocabulary scores compared to the control group (p < 0.001), with a larger mean gain (28.3 points) and stronger effect size (Cohen’s d = 1.86). Learners in the AR condition also maintained higher delayed post-test performance, indicating superior long-term retention. Qualitative findings revealed that students found AR lessons fun, interactive, and easy to understand, while teachers reported higher levels of classroom participation and enthusiasm.
Conclusion: Findings suggest that AR storytelling effectively enhances vocabulary retention by integrating multisensory input with contextualized language use. The approach not only improves learning outcomes but also fosters engagement and intrinsic motivation among young EFL learners. These results highlight the pedagogical potential of AR storytelling as a complementary tool to traditional vocabulary instruction.
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